Access and Participation Statement
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BIG International College (BIGIC) is a new higher education provider in England with a mission to transform lives and strengthen communities by providing high-quality, inclusive and career-focussed education that enables people of all backgrounds to progress into employment, higher study and rewarding futures.
We are committed to serving our communities by creating gateways to higher education and employment, working with employers to address skills shortages. BICIC is part of the BIG Education Group which prides itself on high quality student support services enabling students to succeed on their chosen programme of study.
BIGIC is located at Republic London in the Borough of Tower Hamlets and is a hub for innovation, creativity and connection. The borough has a highly diverse population with around 40% of Tower Hamlets residents born outside the UK and without a prior education outside the UK system. This context, evidenced in the Demographic Report referenced within the Business Plan, directly informs BIGIC’s access priorities and programme design.
Our learners will typically require targeted English language support (ESOL), improved digital capability, and access to technical and vocational skills that lead to sustainable employment and progression.
BIG International College’s access commitments focus on widening participation for groups that are locally under-represented in further and higher education, as identified through the demographic analysis. These include:
Local and regional evidence also identifies several persistent skills gaps that will directly inform BIGIC’s curriculum and access priorities:
These needs align with the Local Skills Improvement Plan priorities for East London and with national forecasts for growth in digital, construction, engineering and adult social care roles.
In our first phase of development, the priorities of BIG International College are to offer a range of ATHE and ESOL courses that create an immediate pathway for learners.
Our admissions criteria have been designed to ensure that programmes are accessible to students with non-traditional qualifications. All students have access to English language support to ensure they can ably participate in lessons.
The digital fund is aimed at students who do not have the available funds to purchase IT equipment and access to the necessary learning support to develop digital literacy skills and participate in learning. BIGIC will dedicate a fund of £XXX to offset the costs of purchasing IT equipment and broadband removing the financial barrier many students face. In addition to the fund, these students will be offered one-to-one tutorials in small group settings enabling learners who have been out of education or work for some time to quickly and effectively upskill.
The Commuter Travel Bursary will provide targeted financial support to students who incur unavoidable travel costs when commuting to attend their studies. The bursary will aim to reduce financial barriers that can affect attendance, engagement and continuation, particularly for students from low‑income households and other under‑represented groups. By supporting access to public transport and essential travel, the bursary helps ensure that commuting distance does not limit students’ ability to participate fully in higher education. This initiative supports the College’s Access and Participation priorities relating to student success and continuation.
BIGIC will introduce targeted Access Scholarships to support students from under‑represented and disadvantaged backgrounds improving equality of opportunity. The XXX scholarships worth £XXX are intended to reduce financial barriers to access and participation for groups including students from low‑income households and learners who speak English as an additional language. By providing focused financial support, the awards aim to support entry, engagement and continuation in higher education.
The laptop loan scheme will enable students to borrow a laptop for up to XXX for educational purposes, either on campus or for students working remotely. Laptops can be issued to learners at any time during their studies and are primarily for students who are awaiting financial support to purchase their own laptop or laptop replacement.
The Language for Life & Work Fund provides free, targeted ESOL and workplace‑focused language support for women and migrant learners in Tower Hamlets and Newham. It aims to address language barriers that limit access to education, employment and progression for under‑represented groups. Through flexible and community‑informed provision, the fund supports learners to build confidence, practical communication skills and aspirations for further study or work. The initiative aligns with the College’s Access and Participation priorities around access, success and progression.
In addition to the interventions outlined above, BIGIC will operate a Hardship Fund to provide emergency financial assistance to students experiencing unexpected financial difficulty. The fund is intended to support learners whose circumstances may otherwise place their continuation on programme at risk.
Support may be provided to help address short‑term pressures such as rent or essential living costs, as well as unavoidable study‑related expenses. Applications to the Hardship Fund are considered on a case‑by‑case basis, taking into account individual circumstances and evidence of need, to ensure that support is targeted fairly and effectively.
Initial financial support for BIGIC’s Access and Participation Strategy (APS) initiatives and interventions will be provided by BIG Education, the parent organisation, as part of a dedicated investment package designed to support the successful establishment and early development of BIGIC. This initial commitment reflects BIG Education’s confidence in the institution’s mission and demonstrates a clear commitment to delivering a sustainable, inclusive, and high-impact approach to widening participation and improving student outcomes.
This funding will enable BIGIC to implement key access and participation activities from the outset, including targeted outreach, student support services, inclusive learning initiatives, and interventions aimed at improving retention, progression, and graduate success for underrepresented groups.
Over time, BIGIC aims to develop a more self-sustaining financial model for its APS activity. It is anticipated that ongoing funding streams will increasingly be generated through student fee income, strategic employer partnerships, and collaborative industry-led initiatives. These partnerships will not only provide financial sustainability but will also strengthen the relevance and impact of BIGIC’s programmes by aligning them with workforce needs and creating enhanced opportunities for students.
As the institution grows, BIGIC will continue to explore additional funding opportunities, including external grants, sponsorship arrangements, and collaborative projects, to further expand and enhance its access and participation initiatives in support of its long-term strategic objectives.
BIGIC is committed to strengthening and expanding its Access and Participation activity over future academic years, subject to capacity, evaluation and available funding.
The College intends to enhance its financial support offer through expanded bursary provision aligned to Access and Participation targets, including the introduction of employer‑sponsored scholarships where appropriate. Further developments may include increased digital inclusion funding and exploration of expanded childcare support options, recognising the role of cost‑of‑living pressures in shaping student participation and success.
Alongside financial support, BIGIC plans to develop more flexible pathways to entry and progression through the introduction of stackable programmes that support part‑time, mature and non‑traditional learners. The College also aims to integrate ESOL provision more closely with vocational and digital skills development, aligned to local employment opportunities and regional labour market needs.
BIGIC’s curriculum is designed to support sustained learner success and progression into further study or employment. Our commitments include:
Programmes will focus on areas of identified demand, including:
All programmes will include integrated development of:
BIGIC’s curriculum is designed in direct response to local employer needs, with a strong emphasis on practical, job‑relevant skills that support learner employability and progression.
Over the next one to three years, BIG‑IC will further strengthen progression outcomes by expanding employer engagement. This will include the co‑design of modules with industry partners, alongside guest lectures, live briefs and industry‑based projects that enhance real‑world learning.
The College will also develop formal progression partnerships with higher education providers to support learners’ progression into higher‑level qualifications. Clearer mapping between programmes and career outcomes will be introduced, embedding career development more fully within curriculum delivery.
In addition, BIGIC will continue to strengthen its ESOL‑plus‑skills pathways through the further development of language‑for‑work models, supporting learners to transition confidently into skilled employment sectors.
BIGIC recognises that student engagement is central to improving access, participation, and student outcomes.
We will actively involve students in shaping their learning experience through student representation on the Student Support and Teaching, Learning and Assessment Committees.
Student feedback will be used to:
Through this phased and responsive approach, BIGIC will ensure that students:
BIGIC provides wrap-around support to enable learners to succeed, particularly those facing disadvantage. Support includes:
This holistic support model is essential in an area with high deprivation, low confidence among some learner groups, and significant barriers to participation.
We commit to:
All proposed changes to this APS are required to undergo an Equality Impact Assessment (EIA) to ensure that any potential barriers and disadvantages are proactively identified and considered.
The EIA must be completed before approval by the College Principal and prior to submission for final approval to the Board of Governors. Please refer to the college’s Equality, Diversity and Inclusion Policy (EDI) and the EIA template form to support completion.